教学评一体化教学设计-公开课

课

教评体教设WaystoBetteryourWriting（如让的文丽目）时

Nov.3

节

4来课

EnglishWriting

授对

Grade11

授教

张树玲课标分析

《英语课程标准》言技能目标（九级）对写的要求：能比较详细和生动地用英语描述情景、态度或感情。能阐自己的观点和评述他人的观点，文体恰当，用词准确。能在写作过程中做到问题通顺，格式正确。语言知识目标（九级）对词汇和语法的要求是：学会使个右的单词和一定数量的习惯用语或固定搭配。进一步理解语法形式的表意功能，并能有效地运用。逐步接触和了解较为复杂的语言现象，对较复杂的语言现象具有一定的归纳、分析、解释和运用的能力。情感态度目标描述：有学好英语的毅力和克服困难的意志；能用英语恰当地表达自己的情感、态度和价值观。在学习中有较强的合作精神，愿意与他人分享各种学习资源。对于高二年级的英语写作而言90%以上的学生需要做到如下要求：1.能运用课堂所学的词汇、短语句式正确表达自己的情感和态度。2.能分析且学习使用较复杂的语现象。3.能初步意识到润色文章的必要。英语写作贯穿整个高中学习阶段。1.英语作在外研社教材中的设计特点：外研社教材每一模块后的最后一项目确依

任务都是英语写作。通常在每个模块的词汇、课文、语法、听力学完后，最后一项语言技能要求就是根据本单元的话题和所学的知识完成一项写作任务如Book2Module中的写一份关于健康生活的调查报告Module3教材分析学情分析

中写一篇中国著名音乐家或作曲家自传的读后感Module介绍你最喜欢的报纸或杂志的Module6写影脚本。教材中规定的写作内容和式丰富多样，有趣、实用且时尚。2.英语写作在外研社教材中的地位：写是基听、说、读基础上的写。写作是在通过听、读、和别人讨论摄取足够的信息后，对信息进行筛选、整合，最后落实到写这一步。写是对所摄取的信息和所学词法、句法和篇章结构的有效融合也能将所学转化为作能力的必经之路写作是绝不能忽略的。多半的学生都能使用简单句表达写作的所有要点看似不错的写作，实际上并不能达到写作的目标要求。为了让学生能识别、分析、使用较复杂的句式，前三节课，分别学习了名词性从句在写作中的应用，形容词性从句在写作中的应用，以及非谓语动词短语作状语的由来和在写作中的应用，而且平时也有意识地让学生积累一些好句式。这节课是另一特殊句式——强调句式在写作中的应用，这一句式对于学生而言并非陌生，但是将强调句式与主语从句，定语从句，或同位语从句等融合在一起造出较复杂句式却也是难度不小的。

目

通对高级词汇收集、分享和学习，提高学生对高级词汇的认识。另外通过使用高级词汇润色文章的练习加学生在写作时有意识使用高级词汇代替润色普通词汇或创造自己的高级词汇的意识。通过对所学高级式和例句的分享刺激学生向其他学生学习好句式并自己创造属于自己的高级句式。通过对强调句式…that…的深度学习，丰富学生高级句式的储备。1.能高级词汇润色一篇文章。评2.通过分享高级句式，组合或创造自己的高级句式。3.能强调句式强调引的主语从句N位语从句N语从句教过教环

学的

教的

评要StepLead-in

theblanksasmanywordsasyoucan.Andthendiscusswithgroupmembers.IstudiedprettyhardEnglish,butIfailedtheexam,asaresultwhich,Ifeltextremely_________（丧）.________（约200millIonpeoledieofdiseasesrelavantsmoking.（果,thechallengingjobofferedbythissoftwarecompanywasbyTony,mybestfriend.（无疑问playinganimportantpartinhissuccess.Possibleanswers:Sad,frustrated,depressed,upset,heartbroken,blueabout,approximatelyaresult,aconsequence,Consequently,finally,eventually,ultimatelyTherenodoubtthat,Withoutdoubt,undoubtedly,withoutquestion,

Byfillingtheblankswithasmanywordsasyoucan,theteacherwillleadinthedefinitionofbetterwordsTocatchthereaders'eyes,youcanchooseawhichisdifferentfromothers'toexpressthesamemeaning.Andwordso-calledabetterAskthequestion“Howcanusebetterwordsinawriting?”

Knowwhatkindofwordsarebetterwords.

StepLearntheusagesofbetterwordsinawriting.

Learnhowbetterwords.Betterwordssubstitutecommonly-usedwords…能使某人实现梦想…realize…enablesbachievehisambition战胜所有困难overcomealldifficultiesConquerobstacles吸引某人注意力attractattentioncaptureoneattentionBetterwordscanbeusedtoembellishcommonly-usedwordspreparationsforsufficientandeffectivepreparationsforhaveaninfluenceonsbhaveaprofound/lifelong/undesirable/…influenceonsbprogressrapid/dramatic/amazingprogressinsthIbelieve…Istrongly/completely/hardlybelievethat…Createabetterwordbychangingofaword.…与…相比较comparedwithInwith对…满意besatisfiedwithExpressexpressionfor有自信做…beconfidenttodobeofgreatconfidencetosth…留下深刻印象leaveadeepimpressionsbSbimpressedwith/bySomethingimpressive我很好奇…

Explainthreewaysbetterwords.Substitute(replace)Embellish(polish)CreateAndexplainthethreeusageswithsometypicalexamples.Next,askthestudentstoembellishwritingwithbetterwordsandphrasesandseewhetherthestudentshavemastertheylearnedabouttheusesbetterwords.

Afterlearningthethreewaysofusingbetterwords,firstly,everyonecanreplacesomecommonly-usedwordswithbetterwords,furthermore,everyonemustmastersomebetterwordswhichcanbeusedasamodifier;butnotleast,,everyoneshouldhavetheaware

StepSharebettersentencestructures

IamcuriousaboutsthStharisecuriosity对…失望BedisappointedSthdisappointsbTodisappointment自愿做……DosthvoluntarilyVolunteertodosthEmbellishthefollowingarticlewithbetterexpressions.TherenodoubtthatMr.attractsmoreandmoreattention.likesplayingbasketballandvolleyball.Heissothatheisveryeasilyfoundinthecrowdandcomparedwithotherteacherswhoabout50yearsoldashe,Mr.Wangchoosetotrymoredifficultthingsforhissuchaslearningalanguage—French.Absolutelyduringhislearning,biggestproblemthatheoftenforgetsmostofthewordsandexpressionsthatwerelearnedthedaybefore.Mr.showsgreatenthusiasmforFrenchlearning.Thisreallyleftgreatimpressionus.IbelievethatMr.willlearnFrenchwell.(113words)Afterdiscussion,eachgroupwillshowandshareoneortwobettersentencestructuresand，suchas,主从+is/was表从句WhatIamofgreatconfidenceisIamcapableofcommunicatingwithforeignersinEnglishnaturallyandsmoothly.（高二1班Group1吴俏儿）so+adj./adv._______…Such+n________that……（部分倒装句）

Bysharingothers‘bettersentencestructuresgoodexamples,allthestudentscanmakesomenotesandcreateaccumulatetheirownbettersentencestructures.

nessofchangingtheformofakeywordinaphrasetoproduceabetterword,whichothersmightnotuse.Everybodycancreatetheirbettersentencestructuresandexamp

StepLearnabettersentencestructure:It

SuchamessyproblemdidencounterlastweekthatIhadnochoicebuttoturntoparentsforhelp.高二1Group宋1.Reviewtheemphaticsentencestructureandtranslatesomesimplesentenceswiththisstructure.Learnhowusesentencestructuretostresssomecomplicated

Byreviewingwhatthestudentshaveaboutemphaticsentence,teachersureallthestudentsknowwhatemphaticsentence

les.Knowandmastertouseis/was…expressions,subjectclausefor

is.

…

example.wisemansaidhelpedmegain

Bydoingtranslation,surethestudentsknowhowtotransformadeclarative

aticsentenceconfidenceagain.(强what主从sentenceintoaemphatic

struct句）waswhatthewisesaidthathelped

sentence.Teachhowtouseemphaticsentencestructuretostresssubjectclause,attributive

uretostresssubject2.Thewardestroyedhisthatheclauseappositiveclause.wantedtobeadmittedtoCambridge4.Bydoingsometranslation,

clause,NUniversity.强调N同语从句

theteacherwillleadthestudentstounderstandthe

attributivewashisdreamthathewantedtobedifferencesbetween“whatadmittedtoCambridgeUniversitythatmostimportantthat